Language Assessment Feedback Towards Pedagogical Conversational Agent

Continuous development of technology provides an opportunity to incorporate feedback in online assessments.The mode of online instruction during the pandemic was the most significant survival change.Technology enabled every teacher and student to enter a virtual classroom to make sense of education.Feedback is part of language instruction and is a powerful key to improving students’learning performance.Feedback plays an influential and crucial role in teaching and learning.Feedback is an invaluable,ultimate learning tool for learners that aids them in not committing the same error again and creates impetus.Thus,knowing about formative exam feedback is students’right because quality feedback allures them.Given students’eagerness,providing feedback is considered a good practice to be followed by all the teaching faculty.Apropos of online feedback,the present study attempts to study how pedagogical agents provide online feedback in language assessments.The study also considers the characteristics of pedagogical conversational agents that are suitable for providing feedback in online language assessment.Simply put,the study encapsulates that screen agents play an essential role in students’motivation and acceptability of learning through feedback.

Robust GEFA Assessment of Climate Feedback to SST EOF Modes

Atmospheric response to SST variability was estimated using generalized equilibrium feedback analysis （GEFA） in the SST EOF space with synthesis data from an idealized climate model. Results show that the GEFA atmospheric response to the leading SST EOF modes is much more accurate and robust than the GEFA feedback matrix in physical space. Therefore, GEFA provides a practical method for assessing atmospheric response to large-scale SST anomalies in terms of the leading EOFs.

A DIAGNOSTIC ANALYSIS OF AIR TEMPERATURE ANOMALY MODE OVER CHINA IN 2009/2010 WINTER BASED ON GENERALIZED EQUILIBRIUM FEEDBACK ASSESSMENT(GEFA) METHOD

By using the observed monthly mean data over 160 stations of China and NCAR/NCEP reanalysis data, the generalized equilibrium feedback assessment(GEFA) method, combined with the methods of EOF analysis, correlation and composite analysis, is used to explore the influence of different SST modes on a wintertime air temperature pattern in which it is cold in the northeast and warm in the southwest in China. The results show that the 2009/2010 winter air temperature oscillation mode between the northern and southern part of China is closely related to the corresponding sea surface temperature anomalies(SSTA) and its associated atmospheric circulation anomalies. Exhibiting warming in Northeast China and cooling in Southwest China, the mode is significantly forced by the El Nio mode and the North Atlantic SSTA mode, which have three poles. Under the influence of SSTA modes, the surface northerly flow transported cold air to North and Northeast China, resulting in low temperatures in the regions. Meanwhile, the mid-latitude westerlies intensify and the polar cold air stays in high latitudes and cannot affect the Southwest China, resulting in the warming there.

Principles of assessment and effective feedback

The highly competitive offer of medical training programs and schools,globalization and constant mobility of physicians and medical students(MS),and the commitment to society to deliver competent physicians,demands the definition of performance standards.This would allow to make their performances comparable no matter where they studied or which textbook did they used as reference,to have evaluation mechanisms that guarantee mastery of the integral evaluation of the performance.Assessment has been the key in the teaching-learning process as this obtains a formative and summative element,at different moments,from the extent to which the students have acquired knowledge,skills and attitudes.The progress of the learner must be enhanced with effective feedback on their performance and self-direction of the results obtained in each of the mechanisms established.If,traditionally,this has been considered as the accreditation of compliance with a standard,the evaluation also functions in an integral way as a formative process that identifies advances and deficiencies in the training of residents that allows the definition of actions and strategies for improving the operation of the programs.Different assessment mechanisms are associated with the areas of competence domain,some of the most common tools are:theoretical exams,checklists and rubrics,portfolio,projects and challenges.However,the importance of defining standards which are perceived as fair and designed according to the learning objectives remains a priority to guarantee the credibility of the evaluation agencies and institutions.Some strategies to assure credibility include the involvement of expert and trained evaluators,allowing the process to be carried out with transparency and diligence,and the principles employed should be supported by educational research.

Assessment and Feedback in EFL： Theory and Practice

Aassessments and feedback are two practical aspects that can be encountered at any educational domain. They are intersected in such a way that each of which may not only rely on the other, but also impact its implications as well. For instance, assessment should be accompanied with a real feedback that is suitable to that type of assessment to become constructive to student＇s learning. Not doing so, the purpose of the assessment becomes merely a testing one. It means that the students will be given a grade or mark （numerical judgement） with no more clarifications regarding their strengths or weaknesses. The main goal of this paper is to address assessment from different angles by critically revising the literature and relevant applications of assessment, testing, and feedback delivery to the EFL students. Then, some suggested recommendations from the author will be included as a reflection to the relevant research and literature

Assessment:Reconsider its Role in Teaching and Learning

Teaching emphasizes what teachers do;learning emphasizes what pupils understand.Assessment emphasizes what pupils can show they know.The purposes for assessment are:diagnosis,evaluation,guidance,grading:selection and prediction.Assessment has two main functions:summative assessment and formative assessment.Formative assessment is used in the development or improvement of educational process.It’s the assessment for learning.Summative assessment is used in decision-making at the end of a educational process.It’s the assessment of learning.Formative assessment enables teachers to gain detailed information on the difficulty for each student.Educational assessment should be best suited for its purpose for guiding the learning and teaching.Formative assessment should be high lightened and needs to be fixed in the teaching and learning process.\;

放射科住院医师规范化培训师资队伍现状及360度评估应用的探索

住院医师规范化培训(简称住培)师资队伍的质量及水平是影响培训效果的关键因素,放射科作为住培专业基地及临床辅助轮转学科,其师资队伍管理及带教规范执行情况对提高临床各专业住培质量具有重要影响。该文基于上海交通大学医学院附属新华医院放射科专业基地目前师资队伍现状,结合国家住培制度,应用其自主设计的线上360度师资评估法,进行同行医师,上、下级医师,医技护理,住院医师互评及自评等多维度师资评估的实践探索,旨在规范放射科师资队伍管理,提升师资队伍带教水平与能力,保证住培教学质量。

The Effective Implementation of Formative Assessment in College Students' Listening Class

The purpose of this assignment is to provide the features of formative assessment and discuss its impact on students' learning, especially in the area of listening improvement, as well as to provide possible suggestions for teachers to improve Chinese learners' learning under the present assessment system.

A METHOD OF IMAGE QUALITY ASSESSMENT FOR COMPRESSIVE SAMPLING VIDEO TRANSMISSION

Based on compressive sampling transmission model, we demonstrate here a method of quality evaluation for the reconstruction images, which is promising for the transmission of unstructured signal with reduced dimension. By this method, the auxiliary information of the recovery image quality is obtained as a feedback to control number of measurements from compressive sampling video stream. Therefore, the number of measurements can be easily derived at the condition of the absence of information sparsity, and the recovery image quality is effectively improved. Theoretical and experimental results show that this algorithm can estimate the quality of images effectively and is in well consistency with the traditional objective evaluation algorithm.

The 360-Degree Feedback Model as a Tool of Total Quality Management

The 360-degree feedback,also known as“multifaceted feedback”,is a management tool,according to which an employee receives feedback(comments)from peers,subordinates,supervisors and in some cases may include external feedback such as customers,suppliers or other interested parties.It is a process of systematic data collection from many sources regarding the skills,abilities and behavior of employees.In most cases the subject of the feedback is a senior executive.In contrast to the traditional approach,this method collects information from a set of individuals who form a“circle”around the feeder,hence the name of the tool.

Workplace-based assessments

The goal of ophthalmology residency training is to produce competent ophthalmologists.Appropriate assessments must be employed to ensure this goal is met.Valid and reliable workplace-based assessments are designed to assess competence in the many domains required of a good ophthalmologist.These assessments increase standardization and objectivity as compared to simple observational feedback.When used appropriately,workplace based assessments not only provide measures of competence but also facilitate effective formative feedback and enhance learning.

Features of effective feedback

Effective feedback is an essential part of completing and succeeding in education.It is a significant aid to the training of professionals and is increasingly becoming an integral part of any training.The purpose of this document is to describe the characteristics of good feedback.The pedagogical concept of feedback requires it to be non-judgmental and as neutral as possible.This is“specific information that compares the learner’s observed performance to a given standard to improve their future performance”.Understanding the difference between summative evaluation and feedback is essential.While evaluation is based on judgment and a final decision of success or failure,feedback is a positive and constructive action process.Through feedback,the learner will understand if they have achieved their learning goals and how they can achieve them.The role of the teacher is to provide explicit and meaningful information,identify specific areas for improvement,and provide appropriate strategies to achieve this,focusing on the learner’s performance and not on the individual.The six characteristics of feedback include source,connotation,focus level,number of feedback,timing,and determination.The key points of a successful feedback session depend on three main areas:structure,format,and content.Thus,the use of feedback is essential to the learner autonomy and has a major impact on their learning,behaviors,and well-being.Clearly stated,constructive and regular feedback leads changes that are perceived as positive and,in addition,increases the level of engagement of individuals in the organization.Any curriculum should include systematic feedback for every learning session.

分阶段360度绩效反馈护士评价体系在手术室护理人员管理中的应用价值分析

目的探究分析分阶段360度绩效反馈护士评价体系在手术室护理人员管理中的应用价值。方法选取2021年8月—2023年9月牡丹江医学院附属红旗医院手术室33名护理人员为研究对象,2021年8月—2022年8月为对照组,采取常规管理模式进行管理。2022年9月—2023年9月为研究组,采取分阶段360度绩效反馈护士评价体系进行护理人员管理,对比两组满意度、护理质量评分。结果研究组护理人员对管理方法的护理满意度(93.94%)高于对照组(75.76%),差异有统计学意义(χ^(2)=4.243,P<0.05)。研究组护理人员护理素质、健康宣教、专业操作技能、无菌操作及总分均明显高于对照组,差异有统计学意义(P均<0.05)。结论将分阶段360度绩效反馈护士评价体系在手术室护理人员管理过程中进行应用,护理人员的综合素质和能力明显提高,提升管理效果。

360度反馈及其在人力资源管理中的效用

在人力资源管理中 ,反馈至关重要 ,它是任何一项人力资源开发与管理活动的基础。本文在介绍 3 60度反馈定义、兴起缘由和理论依据的基础上 ,着重探讨其在人力资源开发与管理中的效用 ,尤其是在中国文化的背景下如何实施 3 60度反馈。最后 ,扼要介绍其存在的问题。

360度评价实践理性刍议

如何客观、公正、准确地对员工的效绩作出评价,发现他们个人能力的优势方面与发展需要,真正做到人职匹配,是当前人力资源管理与实践亟待探讨和解决的重要问题。360度反馈评价模式就是近些年来国外人力资源部门常用的一种个人效绩与职业发展评估工具。其理论基础是心理测量学中的真分数理论。真分数理论的基本思想是把测验和考核的得分,看作是由真分数和误差分的线性组合。

360度反馈法在肾病风湿科护士绩效考核中的应用

目的探讨360度反馈法在肾病风湿科护士工作绩效考核中的应用及效果。方法制订护士工作360度评估表并进行全员培训,对全科护士分别从医生、护士、实习生、患者及其家属的角度进行全方位考核、评价,针对问题提出改进措施。结果实施360度反馈法后,提高了护士绩效考核成绩,差异具有统计学意义(P<0.01);发表论文2篇、获国家专利2项、1人获得海口市科技先进个人奖。结论 360度反馈法对全科护士进行全方位考核、评价,可以提高护士工作积极性。

360度绩效考核法在护士长能力评估方面的应用

目的:针对护士长在能力及管理上存在的不足加以干预,促进临床护理管理工作的发展。方法:以360度绩效考核法基本要点为基础,结合护理管理工作特点设计考核表,选择32名评估对象进行评定。结果:4种类型的评分者所给分数有统计学差异。3项得分中业务能力和工作绩效两者间高度相关。总分与护士长的任职年数间中度相关。结论:护士长管理组可在应用360度绩效考核法全面、客观地评估护士长能力及管理工作的基础上,对问题加以干预,促进护士长个人业务发展及护理队伍整体进步。

基于360度考核模型的高校实验技术队伍绩效评价

绩效评价是加强高校实验技术队伍建设的重要内容。针对高校实验技术队伍绩效评价中存在的问题进行了分析,并基于360度考核模型,从基本原则、考核模型、指标体系、应用反馈等方面对高校实验技术队伍绩效评价的若干问题进行了研究。实践证明,科学、客观的绩效评价将激发实验技术队伍的积极性和创造性,促进教学、科研和社会服务质量的提升。

基于灰色系统理论的360°绩效考评

文章基于对现行的绩效考评方法的特点和有效性的分析,构建了360°绩效考评层次结构模型,利用层次分析法并结合德尔菲法确定各考评指标的权重,再运用灰色系统理论的原理和方法,提出一种以定量分析为主并与定性分析相结合的360°绩效考评方法;通过实例分析,此方法具有把各层考评者提供的"贫信息"做出系统综合的优点,最终不仅能得到被考评者的总评所属灰类及优劣顺序,而且可以得到各级指标所属灰类和具体的灰色评价权数,使360°绩效考评较好地达到了绩效反馈目的。